Bridging general education, special education, English as a Second Language or bilingual education, and other systems as they work to improve results of education for all students.

NCEO focuses its efforts in the following areas:

Knowledge Development on the participation and performance of students with disabilities, English learners (ELs), and ELs with disabilities in national, state, and district assessments and other educational reform efforts.

Technical Assistance and Dissemination through publications, presentations, technical assistance, and other networking activities.

Collaboration to build on the expertise of others and to develop leaders who can conduct needed research and provide additional technical assistance.

NCEO Resources

NCEO offers the following kinds of materials and services for state personnel, educators, parents, and others concerned with assessments and the educational outcomes of all students:

An extensive list of publications that include reports and briefs, state activity updates, policy documents, self-study guides, and other tools.

Principles to guide inclusive assessment systems.

Recommendations for developing assessment policies and guidelines for participation, accessibility, reporting, and accountability that include all students.

Current information on assessment projects and other efforts to collect data on the educational outcomes of all students.

A national network of people who can assist states and other agencies as they consider assessment and accountability issues.

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NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.